Escolar Documentos
Profissional Documentos
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Credits
This resource was
developed as part of the
Project Monitoring and
Evaluation for Sustainable
Communities (http://www.
geog.ox.ac.uk/research/
technologies/projects/
monitoringandevaluation.
html) funded by the Higher
Education Innovation Fund
at the University of Oxford,
and builds on ongoing work
undertaken as part of the
ongoing research project
EVALOC: Evaluating Low
carbon communities project
(www.evaloc.org.uk/ ).
Contents
Section 1: Explanatory notes
3
Background
3
Using the resources
3
What is Monitoring and Evaluation
5
Why do M&E 6
Agreeing some guiding principles
6
Deciding which programmes to monitor
7
Deciding who to involve 7
Deciding key issues
7
Clarifying your aims 8
Identify information you need
10
Deciding how to collect the information
13
Assessing your contribution
14
Analysing and using the information
16
Communicating the data
17
Ethics and data collection
17
Annexes to Section 1
1. An example of a change pathway
2. Example of activity monitoring
3. Examples of resilience indicators
4. Examples of headline indicators
5. Dealing with complex change
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This resource is designed to help groups working on community led approaches to climate change
and energy conduct their own Monitoring and Evaluation (M&E). It aims to provide an accessible
background to the principles of M&E, together with selected links to resources and approaches that
may be useful for your group.
Background
These resources were trialled at two workshops that took place in June 2013, and were attended
by representatives from 25 different community groups working on energy and climate change. The
workshops built on interviews with 10 community groups; a wider survey on M&E experiences and
needs; and the authors own experiences of M&E through research and practical experience with
and in community groups.
The selection of resources below responds to an identified dearth of comparable evidence across
low carbon/community energy movements. While the aim is to combine ease of use with the
production of useful outcomes, the list of resources is by no means exhaustive, as resources and
methods are constantly evolving.
Using the resources
The booklet is divided into sections. Section 1 gives an overview of the approach to M&E in
use, which is based on a logic model approach. Section 2 is a template for your own M&E
resources. As a pdf format, you can print this out, or type into it. You can also download the
resource as a word document at: http://www.geog.ox.ac.uk/research/technologies/projects/
monitoringandevaluation.html
Section 3 gives an overview of information collection methods, whilst section 4 provides links to
a host of resources to support your M&E. Finally, section 5 contains some example questions and
materials.
This material is a work in progress, as during 2014 there will be further trialling of a selection of
M&E tools with community groups. You can read more about the project here:
http://www.geog.ox.ac.uk/research/technologies/projects/mesc/
Thanks are extended to the groups who were interviewed for this project, who participated in the
workshops, and/or gave their feedback on the resources. Thanks also to the Transition Research
Network, and their Connected Communities Arts and Humanities Research Network project for the
initial collaborative impetus for this project. Finally, gratitude is extended to the Transition Network,
and the Low Carbon Communities Network for partnering with the project.
1. Why do M&E?
The first step is to be clear about why you want to do M&E and the benefits it can offer.
Community volunteers and activists often want to make the world a better place, making them
action-orientated and often under-resourced. Monitoring and evaluation can sometimes seem
like an unaffordable luxury, an administrative burden, or an unwelcome instrument of external
oversight. But if used well, M&E can become a powerful tool for social and political change.
1
2
3
http://www.ashridge.org.uk/Website/Content.nsf/wFARACAR/Ashridge+Centre+for+Action+Research?opendocument
http://www.human-inquiry.com/cishortg.htm
http://appreciativeinquiry.case.edu/intro/default.cfm
Doing M&E can help you assess what difference you are making and can provide vital intelligence,
for example to help you:
assess and demonstrate your effectiveness in achieving your objectives and/or impacts on
peoples lives;
improve internal learning and decision making about project design, how the group
operates, and implementation i.e. about success factors, barriers, which approaches work/
dont work etc;
empower and motivate volunteers and supporters;
ensure accountability to key stakeholders (e.g. your community, your members/supporters,
the wider movement, funders, supporters);
influence government policy;
share learning with other communities and the wider movement;
contribute to the evidence base about effectiveness and limits of community action.
focused and feasible in relation to your available resources so that it supports rather than
diverts resources from action (i.e. make sure you focus information collection on what you
need to know, not on what would be nice to know);
useful and timely information to improve group learning, group decision making, and
project design;
useable by, and/or comparable to, data collected by other stakeholders so it contributes to
the wider evidence base;
credible, valid and reliable to the extent possible within your available resources;
sensitive to unequal power relations when you collect information (i.e. ensure that you
listen to people who might be marginalised in the community or do not have a strong voice);
ethical e.g. in relation to data consent and protection.
http://www.lowcarbonwestoxford.org.uk/
Joint working how well are you working with others, for example
-
in relation to partnerships, the wider movement, alliances, coalitions
-
disseminating or sharing good practice and techniques
5
6
http://www.transitionresearchnetwork.org/
http://www.transitionresearchnetwork.org/transition-research-primer.html
Objectives
(desired
outcomes)
Outputs
Activities
Inputs
Definition
The final impacts on peoples
lives or the environment that you
wish to achieve
Example
To reduce our individual and community
carbon emissions & contribution to climate
change; to contribute to a fairer, more
prosperous and sustainable community; to
improve well-being
The changes you need to make
To increase personal agency; to encourage
so that you achieve your aims
more sustainable living/behaviours; to
(desired impacts)
increase community resilience/capacity to
withstand external shocks; supportive and
fair government policies
The immediate and direct result To engage X participants in projects/
of your activities that contribute events/training from y and z demographic
to your objectives (desired
groups; to plant X trees, to facilitate
outcomes)
swapping of Y items at a Bring & Take event
Community engagement & awareness
The programme & project
activities and processes you
raising; action/learning groups on
undertake so that you achieve
household energy use & lifestyles;
community food, transport, waste
your desired outputs
reduction projects
The key human, financial,
Volunteer capacity and availability; access
technical, organisational and/or to IT and other online resources; fund
social resources that you need to raised and available
undertake your activities
Pathway to change
Although change can be complex it can be helpful to present your programme and strategy in
the form of a change pathway, or an impact chain. This describes how your project activities will
contribute to your desired outcomes (your objectives); which will in turn contribute to final impacts
(your aims). A simplified impact chain looks like this:
In practice your impact chain is unlikely to be linear: there may be multiple outcomes and impacts
and there may be interactions and feedback loops between different parts of the pathway. We
have provided an illustrative example of an impact chain in Annex 1 and drawn out some of the
implications of complex and unpredictable change for M&E in Annex 5.
Change Assumptions
A change pathway/ impact chain can be useful because it reveals the interrelationships between
activities, outcomes and impacts and therefore also your change assumptions or theory about how
you think change will be achieved. These assumptions are often implicit rather than explicit so
you may not even be aware of them. If you havent already done so its worth taking time in your
group to discuss them to see whether you are all in agreement, whether they seem plausible, and/
or whether you might need to investigate them more. You could test them against existing theories
of change, evidence and/or your practical experience or the experience of other groups. The more
well-founded your change assumptions at the start the greater your impact is likely to be.
The box below provides a simple example of the impact chain and change assumptions
underpinning a community awareness raising project:
Table 2 Examples of change assumptions
Project design
Aims:
To reduce our individual &
communitys contribution
to carbon emissions
Objectives:
To change peoples
behaviours
Planned activities
Providing residents with
information via leaflets
and community events
Desired changes
Desired impacts:
Reduced household &
community energy use/
carbon emissions
Desired Outcomes:
More sustainable
behaviours among
residents
Desired Interim
Outcomes
Increased residents
awareness about
climate change
Change assumptions
10
If, for example, if you have chosen to assess your effectiveness (i.e. the extent to which you are
achieving your objectives) or impacts you will need to identify and track relevant outcome and
impact indicators. An example of an outcome indicator might be changes in residents energy
related behaviours e.g. the number of residents cycling, using the train or car club. An example
of an impact indicator might be changes to residents fuel bills, household energy use and carbon
emissions (see table 3 below).
You need to make sure that indicators are relevant, specific (and where possible measurable), and
are timetabled to be gathered at key points in a project or programme7. Also importantly, indicators
need to be accompanied by open ended questions (see below). Taken together this information
should provide credible evidence of changes associated with your activities.
Photo: SEAD/Trapese
Some M & E guides recommend that objectives, and hence indicators, are SMART (Specific, Measurable, Attainable,
Relevant and Time-tabled). However, making all objectives measurable and attainable can be unduly limiting e.g. some
objectives may be aspirational or longer term: or may involve qualitative changes which cannot be easily quantified.
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12
Impacts
Energy use & carbon emissions Household & community energy use & carbon emissions
Social well-being
Equity
Distribution of costs and benefits e.g. who benefits and who pays
for changes
Contribution/
Attribution
NB. Tracking indicators on its own does not tell you what contributions you have made to any
observed changes. To find this out you will need to ask additional questions (see section 9 below on
contribution/attribution).
DECoRuM is a GIS-based toolkit for carbon emission reduction planning with the capability to estimate current energy-related CO2 emissions from existing UK dwellings, aggregating
them to a street, district, sub-urban, and city level.
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Annually
Participant questionnaire
Community questionnaire
Every 3 years
Effectiveness
Agency; perceptions of social
norms; household energy
behaviours
Participant questionnaire
Impacts
Household energy use
Meter readings
Monthly
At beginning of programme
(for preceeding year) and at
end of programme
Annually
Annually
Evaluations
You can either conduct your own evaluations or commission an independent external person to
do it for you. External evaluations can be more useful as interviewees may be more likely to talk
openly to them, however they can be expensive unless they are conducted by funded academic
researchers (see the Transition Research Network, and the Transition Research Primer). External
evaluators can use the information collected by the internal monitoring system but may also
need to supplement this with other information collected from a range of internal and external
stakeholders e.g. from group workshops, semi structured interviews and/or surveys.
14
Randomised controls
For some academics and policy makers, the only objective way to assess attribution is through
surveys over a defined period of time, which compare changes in the communities taking part in
the project to changes in communities who are not taking part in the project (either a randomised
or purposively selected control group). Any differences in outcomes or impacts can then be argued
to have been caused by the project. However, this requires resources beyond the reach of many
community groups. Therefore, unless you are able to collaborate with academics (see the Transition
Research Network9 and the Transition research marketplace10) or others, this might not be
possible. It can also raise some technical and ethical issues about the difficulty of finding control
communities and/or withholding or denying support to control communities. Alternatively, you
might be able to make some comparisons of your outcome and impact indicators with data from
long-term local and/or national surveys/databases if you have used similar samples and indicators.
Retrospective assessments
One alternative to using longitudinal surveys and randomised controls is to select a random sample
of people from both a project and control community and ask them to retrospectively rate or
rank the influence or impact of a range of selected factors/organisations/individuals, including the
project, on any observed outcomes or impacts. This will not provide an objective or statistically
significant assessment of your contribution, and as the responses are subjective may involve biases.
But, it will allow you to build an assessment based on the perceptions of a range of stakeholders.
Another alternative is to periodically (e.g. every few years) commission an independent evaluator/
facilitator to explore your contribution to observed outcomes and impacts, such as through focus
groups, group workshops and/or interviews with a range of internal and external stakeholders (e.g.
from organisation, community, local council, media, government etc). Again, this will not provide
an objective assessment of your contribution but will allow the evaluator to build an assessment
based on the perceptions of a range of stakeholders. Some of the questions you might want to ask
include:
What changes have there been in recent years on X issue?
Who were the key actors driving/blocking these changes?
What were the key contextual factors driving/blocking these changes?
What contribution has Y organisation/project has made to these changes?
How influential has Y been compared to others, and why?
What value added do you think Y brought to the issue?
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10
http://www.transitionresearchnetwork.org/
http://www.transitionresearchnetwork.org/the-transition-research-marketplace.html
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Qualitative information
Identify categories, themes & data (this is called coding)
Interpret findings in relation to research question
Watch out for unintended results & data that does not fit your expectations
Quantitative information
Calculate simple totals, averages, and percentages, and statistical tests (if appropriate)
General
Check credibility, validity and reliability
Invite periodic external verification/evaluation
16
http://www.cagoxfordshire.org.uk/impact-model
Internal learning
What is working well and not so well, and why?
What have we learnt about how to achieve change i.e. how plausible were our change
assumptions?
What changes do we need to make to our change strategy, understanding of change, and
ways of working?
Photo: Mike Grenville
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Number of builders that have undertaken the Construction in Transition training course,
which introduces them to a range of natural building materials and techniques.
Heat emitted from buildings as measured by an infrared scan from the sky.
Trends in fuel poverty.
Average amount of energy produced by buildings in Totnes and District.
Economy
The percentage of economic leakage out of the community
The percentage the local community spend on locally procured business, goods and services.
Percentage of major employers in the community that are locally owned
Niche markets (in which unique opportunities exist) have been identified in the community
that take advantage of community strengths.
The relative value by percentage of community owned major
assets for the economic and social benefit of the community.
The number of Totnes Pounds in circulation.
Degree to which people perceive an openness to alternative
forms of earning a living
Transport
% of people who walk for 10 minutes at least daily
% of children who cycle or walk to school
% of people who cycle or walk to work
No of people with access to a local bus
Distance driven each year
Overall split of journeys between walking, cycling, public
transport and car
Waste
Overall waste volumes.
% of agricultural and sewerage waste to anaerobic digestion
Reduction in packaging on goods
http://www.worldvaluessurvey.org/
http://www.happyplanetindex.org/
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There are often multiple factors/actors driving or constraining change so focus on those that makes
a difference. Hence the need for clear aims objectives and a robust and focused strategy based on
a theory of change or change hypothesis. This needs to be balanced against willingness to learn and
adapt strategies (see below).
b.
As well as asking external stakeholders about your contribution to observed change (see below)
also ask them big picture questions which can help with your future planning i.e. what are the
key factors/actors driving/constraining change, what are the opportunities for change, how do
they think change can best be achieved in the current context, what value added can your group/
movement bring?
Similarly when you sit down to discuss your M & E data internally dont get lost in too much detail,
rather make sure you use it to answer the big picture questions:
What is working well and not so well, and why?
What have we learnt about how to achieve the desired change i.e. how plausible were our
change assumptions?
What changes do we need to make to our change strategy, understanding of change, and
ways of working?
c.
Hierarchical structures are not well suited to turbulence and complexity as they hamper the capacity
to respond to change through continual innovation and adaption. So ensure the participation of
front line people in project planning and M&E, and delegate control where appropriate. This will
help ensure information is relevant, timely and useful for the group or movement.
d.
Change is often the result of many actors acting in different ways. So focus on learning what
value-added your group/network brings to the issue rather than spending a long time trying to
prove attribution. In other words the key question is not so much can change be attributed
to x organisation as what contribution has organisation x made to change, and what added or
complementary value did it bring.
e.
In unpredictable contexts it is even more important to be able to scan the environment and
anticipate and plan for new opportunities. Make sure you build in short term, as well as longer
term, indicators of success so learning can happen quickly.
And finally use your M & E to also measure how good you are at learning and adapting to change
i.e. how good is your intelligence and interpretation of intelligence?
Adapted from Coe, J. and Mayne, R. (2008), Is your campaign making a difference? NCVO .
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This Section is designed to help you plan your Monitoring and Evaluation (M&E) as part of the
resources from the Monitoring and Evaluation for Sustainable Communities project. You can find the
accompanying resources and download this section as a Word document here: http://www.geog.
ox.ac.uk/research/technologies/projects/monitoringandevaluation.html
Designing your M&E is an iterative process. Try filling in as much as you can to begin with, you may
well find you need to return to and amend earlier steps.
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When?
25
Design of detailed
framework e.g.
indicators and data
collection methods
Implementation e.g.
who is collecting the
data and how
Analysis
Communication of
findings
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Wider community
(e.g. residents, other
local organisations,
wider movement)
External stakeholders
(e.g. local residents,
University funders,
government etc)
Other
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Objectives/outcomes (The changes we need to make to achieve our aims/impacts e.g. increased
personal agency; more sustainable behaviours; increased community capacity; supportive and fair
government policies).
Activities (The programme/project activities we plan to undertake to achieve our objectives and
aims e.g. community engagement/awareness; action/learning groups to reduce domestic energy
use; community food, transport and waste reduction projects; joint working; policy influencing).
Our key assumptions about how we will achieve this change are:
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Indicators ( + or -)
Joint working
Relevance
Effectiveness (outcomes)
Impacts
Contribution/
Attribution
Other
29
Open questions
We will include the following open ended questions to track e.g. unintended changes; understand
why and how change happens (including our contribution and the plausibility of our change
assumptions); and/or understand peoples experiences of change.
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When
When
Who
31
We will tailor and present the information for different stakeholders and audiences through:
(e.g. using graphs, pie chart etc. where possible to simplify the data)
Sources:
Adapted from Coe, J. and Mayne, R. (2008) Is your campaign making a difference?, NCVO
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33
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Short survey
What it is a written questionnaire with identical questions defined before interviewing begins.
Given to all informants to track changes in outcome indicators, impact indicators and/or assess
attitudes, knowledge, behaviours intentions, etc. Most surveys involve a list of closed questions
with a choice of possible responses, ranking and/or ratings. However, open ended questions can
also be asked. Informants are chosen in advance as representative (or purposive) samples of the
wider population1. A survey could be used at the end of a community event or a course, or at the
start and end of a project, to assess changes in attitudes/intentions/behaviours/energy use etc. It
could also be used with members of the wider community or external stakeholders to find out their
perceptions of the project.
Type of information mainly quantitative but some qualitative information is possible.
Benefits Most suited for answering what/how many/when/who questions, but
can also ask why/how questions. It can provide a reliable and credible source
of quantitative information, and can be influential with decision makers and funders
Limits Less effective in exploring why/how questions than group workshops or
semi-structured interviews. No possibility of altering the questions on the basis
of new information. Questionnaires look simple but can actually be difficult
to design and analyse properly. For examples of questions, search the Survey
Question Bank (http://surveynet.ac.uk/sqb/ ). If people cannot read or write
someone has to go through the questionnaire with them, which increases time spent
and reduces the numbers reached.
Examples: See Section 5 (LCWO household survey) and Section 4.4 (events and surveys).
Automated tools/models/conversion ratios
What it is - a method to estimate outcomes and impacts, such as
household or community energy use, carbon emissions, health benefits
using modelled data and/or conversion ratio. This may involve an online
survey which people can fill in individually (e.g. Imeasure); an excel
programme which a project worker helps people fill in (Quicksilver);
a community modelling tool where an academic or expert collects
relevant data and enters it into the model (e.g. Decorum); or project
workers applying conversion ratios to their observed outputs, and
outcomes.
Type of information quantitative
Benefits Provides credible quantitative evidence of outcomes
and impacts which can be influential with decision makers and
funders
Limits Requires people to find and enter electricity, gas
and/or travel data, which can be difficult and time
consuming.
Examples: See Section 4 (Imeasure, Quicksilver, Decorum, CAG
Community Impact Model).
1
Large surveys can be interpreted using statistical analysis, including regression analysis to inform correlations and/or causal links between project activities, outcomes, and impacts.
They are generally validated by probability criteria (ie the likelihood that the patterns observed arose by chance. A survey can be done at individual, household or organisation level.
When the survey is repeated periodically over time it is called a longitudinal study. When a longitudinal survey samples a cross-section of people/organisations/households over time,
this is called a panel survey. When it samples a group which share a common characteristic over time it is known as a cohort study
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There are many places online where resources for community groups are available and youll find a
number of M&E resources amongst them. Table 1 shows a selection of them.
Table 1: Resources for community groups
Name
The Source,
Centre for
Sustainable
Energy
Low Carbon Hub
Resource Library
Community
Energy Online
(DECC)
CSE: PlanLoCal
Description
Gathered selection of top
links, toolkits and resources for
community energy projects,
including their PlanLoCal
resources.
Collection of tools for community
energy projects.
Overview of guides and links
for community energy projects.
Contains evaluation reports, but
little on conducting M&E.
A suite of resources which
support communities and groups
planning for low carbon living.
URL/source
http://www.cse.org.uk/thesource/
browse/using-less-energy-11/tools-andcalculators-16
http://www.lowcarbonhub.org/resources/
resource-library
https://www.gov.uk/communityenergy#community-energy-toolkits
http://www.planlocal.org.uk
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Transition
Town
Totnes
www.blewbury.co.uk/energy/BEI.
htm
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Description
Transition Hereford created the Mappa
Sustainability, modelled on the thirteenth
century Mappa Mundi. People were invited
to attach stickers showing what they are
doing, what else is happening where they
live, and their visions.
Energy
ERA is a tool developed by Transition
Training and Consulting (TT&C). It can help
Resilience
Assessment show that, in a time of rising volatile energy
(ERA)
prices, a business that relies on fossil fuels
is highly vulnerable and this is particularly
the case with liquid fossil fuels.
URL/source
http://www.transitionnetwork.org/tools/
connecting/meaningful-maps
http://www.transitionnetwork.org/tools/
connecting/energy-resilience-assessment
Oxfordshire
Capacity
Study
PlanLoCaL
Description
Three reports which estimated the
potential value of key sectors of the local
economy in Totnes: Renewable Energy,
Food and Retrofit.
Report which explores what we eat
and where it comes from, how much
land, water and energy is required in its
production, and what greenhouse gas
emissions are involved.
Study which examines the potential of
renewable energy sources in Oxfordshire.
PlanLoCaL is a suite of resources which
aims to support communities and groups
planning for low carbon living.
URL/source
http://www.transitiontowntotnes.org/
groups/reconomybusinessnetwork/
economic-blueprint
http://www.oxfordmartin.ox.ac.uk/
publications/view/1004
http://www.lowcarbonhub.org/wpcontent/uploads/2012/06/OxfordshireCapacity-Study.pdf
http://www.planlocal.org.uk
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Scale
Household
and
community
energy
Act on CO2
Household
Community
Carbon
Calculator Ashton Hayes
going carbon
neutral and
University of
Chester
Fuel poverty
calculator
Household
and
community
Description
The Quicksilver calculator provides a
detailed breakdown of an individuals carbon
emissions from home energy, lifestyle and
travel. It can be used at an individual or
community level.
Online carbon calculator for individual
households, links to tips etc.
University of Chester developed a
community carbon calculator and conduct
ongoing research with Ashton Hayes Going
Carbon Neutral.
Household
and
community
scale
CSEs Housing Household
Assessment
and
Tool
community
URL/Source
http://www.lowcarbonhub.org/
resource/supporting-greenerliving
http://carboncalculator.direct.
gov.uk/index.html
http://www.goingcarbonneutral.
co.uk/community-carboncalculator-un
http://www.cse.org.uk/news/
view/1757
Transport
Direct
Individual
transport
journeys
DECoRuM
http://www.transportdirect.
info/Web2/JourneyPlanning/
JourneyEmissionsCompare.
aspx?&repeatingloop=Y
http://www.brookes.ac.uk/
business-and-employers/newtechnologies/decorum%C2%AE
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http://www.cse.org.uk/
resources/toolkits
http://www.imeasure.org.uk
http://www.
greencommunitiescc.org.uk/
Default.aspx
Open Eco
Homes
Events
M&E
Handout #5
Description
This model quantifies the impact of
community action - from waste diverted and
carbon emissions reduced to cost savings for
local authorities and individual consumers.
Can be used at events and activities to build
up a cumulative account of impact.
Green Open Homes have a range of feedback
forms for these events.
URL/source
http://www.cagoxfordshire.org.uk/
data-portal
http://www.greenopenhomes.net/
support-for-organisers/monitoring-andevaluation
Examples of survey questions and monitoring See Section 5 or
forms that have been used at community
http://www.geog.ox.ac.uk/
events and interviews.
research/technologies/projects/
monitoringandevaluation_handout5.
pdf
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5. Group processes
Tools for assessing your groups activities
whether youre achieving your goals, and what
may be missing.
Description
Tool to support reflecting and
learning about the strengths and
weaknesses of a Transition Initiative.
URL/source
http://www.transitionnetwork.org/stories/annowen/2012-09/thrive-whats-it-all-about
Email Transition Training for copies:
http://www.transitionnetwork.org/training
Open-Ended
Sentences,
Appreciative
Inquiry
Effective
Groups
Resource
Timeline
http://www.transitionnetwork.org/training
Roles
Mapping
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http://www.youtube.com/watch?v=pbqJ9sZxDrg
URL/source
http://www.communityhowto.com/
tools/measure-outcomes-impact
http://www.
communitieslivingsustainably.org.uk
http://www.
evaluationsupportscotland.org.uk
http://www.cph.org.uk/wp-content/
uploads/2013/02/Monitoring-andevaluation-a-guide-for-communityprojects.pdf
http://www.proveit.org.uk/project_
reflection.html
www.evaluationtoolbox.net.au
http://www.ncvo.org.uk/component/
redshop/themes/5-campaigning/
P53-is-your-campaign-making-adifference
http://www.insightshare.org/browse/
category/monitoring-evaluation also
book available online from:
http://www.insightshare.org/pv/pvnutshell
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URL/source
http://surveynet.ac.uk/sqb/ and
http://ukdataservice.ac.uk
Survey Monkey
http://help.surveymonkey.com/
articles/en_US/kb/WritingSurvey-Questions-Tips-foreffective-and-relevant-questions
http://www.transitiontogether.
org.uk/wp-content/
uploads/2012/07/LCCCBaselineR
esearchMiniReport%E2%80%93T
otnes.pdf
http://www.
socialresearchmethods.net/kb/
index.php and for surveys: http://
www.socialresearchmethods.
net/kb/survey.php
44
With any luck, by enabling people to come together to share their successes and reflect on all
that has been achieved, what starts as a monitoring and evaluation process can become a time of
celebration and a renewing of energies and enthusiasm for the tasks ahead.
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If you had a list of goals and aims from earlier in the year, you
could reflect on these, see what you have achieved, whats been
hard, and probe for the reasons. Its not about blame, it is about
learning how you work, your collective capacities and limits. The
role of saving energy and carbon doesnt, and shouldnt, rest on
the shoulders of your group alone! When reflecting on what you
have, and havent, achieved, it might help to see who else could
have helped you, by asking who could have helped here and
what role could they have played?. This can be invaluable for
forward planning.
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11. Discussion/questions
(a): Do they agree with these roles? Are there any other roles/functions not mentioned? If so, add
them to the chart in the blank spaces or tweak the existing ones.
(b): Sticker time. Give each participant a maximum of:
10 orange stickers which represent community roles, and
10 green stickers which represent the roles of another organisation (it could be the local
council), and, if necessary,
10 yellow stickers which represent the roles of other agencies
Ask them to stick them on the icons where they think the relevant organisation has carried
out this role well to date.
(c): Reflection and discussion. Reflect on where the stickers are. Pick examples of roles/functions
where the community group (and/or other organisations) thinks they are doing well (i.e. those with
most stickers) and not so well (with least stickers), and reflect on the reasons, i.e. why and how is
this role carried out well/not so well?
References:
i)
http://www.greeningcampaign.co.uk
ii)
Hopkins, R. (2011), The Transition Companion, Green Books, 2011.
iii)
Macy, J., and Young Brown, M. (1998) Coming Back to Life ,New Society Publishers, Gabriola
Island. Also see http://www.joannamacy.net/theworkthatreconnects/newpractices.html
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Example questions
Have you installed any home energy improvements since you have
moved into your home? (Yes / No)
If Yes, what home energy improvements have you installed? (refer to list
below)
Why did you have them installed?
Who or what prompted you to install them?
Has the installation of the energy saving improvements in your home
influenced your behaviour in terms of energy use? In what ways?
A checklist could include: Insulation (loft, cavity wall, solid wall), heating
controls, energy efficient lighting, solar photovoltaics / solar hot water,
wood fuel heating, energy efficient appliances, other.
1
2
http://www.evaloc.org.uk/
http://www.transitiontogether.org.uk/wp-content/uploads/2012/07/LCCCBaselineResearchMiniReport%E2%80%93Totnes.pdf
49
Attitude
No
opinion
Not very
converned
Not at all
concerned
Feelings
Please write one word which best describes how you feel about climate change:
Individual
agency
To what extent do you agree with the following statement: I feel capable of reducing energy
use in my home
Answer choices (either as tick box for survey, or flashcard if asking in person)
Strongly agree
Tend to agree
Neither agree nor disagree
Tend to disagree
Strongly disagree
Energy
behaviours
Always
How often do
youdo the following
things?
i) Leave your TV or
PC on standby for
long periods of time
ii) Switch off lights
when you are not in
the room
iii) Close windows
before turning on or
up the heating
iv) Put more clothes
on if you are feeling
a bit cold, before
putting the heating
on
v) Boil the kettle with
more water than you
are going to use
vi) Spend less time
in the shower, and/
or use less hot water
for baths
vii) Wash clothes at
30 degrees or lower
viii) Hang clothes out
to dry rather than
tumble drying
ix) Leave a mobile
phone charger
switched on at the
socket when not in
use
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Occasionally
Never
Dont
know
N/A
Community * To what extent do you agree or disagree with the following statement?
norms
in my area trying to reduce your energy use (or carbon footprint) is the normal thing to do
Answer choices (either as tick box for survey, or flashcard if asking in person)
Strongly agree
Tend to agree
Neither agree nor disagree
Tend to disagree
Strongly disagree
and what are your reasons for this?
Influence of Overall how important would you say [_ Group_] advice and/or support has been in helping
LCC group reduce your home energy use?
on energy
behaviours: Answer choices (either as tick box for survey, or flashcard if asking in person)
Not at all
A little
A lot
It was crucial/I wouldnt have done it otherwise
Wider
Other than the changes in your home energy use mentioned previously, have you
changes
experienced any other changes as a result of your involvement in [_Group_]
i)...In your home, such as:
- Other energy related changes, i.e. changes to your awareness about energy use or your
knowledge/skills about how to save energy?
- Financial changes i.e. to bills, value of house?
- Quality of life changes i.e. changes to temperature/comfort, health, family and relations?
ii)In your community, such as:
- Sense of belonging to the community?
- Number and types of relationships in the community?
- Participation in community organisations?
- Ability or capacity to make changes in your community?
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Relevance and
accessibility of
community group
Neither
agree nor
disagree
Tend to Strongly
disagree disagree
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Private rented
Council rented
Housing association
5/ What were the most important factors that enabled you achieve your carbon cutting pledges
over the last year? (Please list in order of importance.)
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6/ How important were the following elements of the Low Carbon Living programme in enabling
you to achieve your pledges over the last year? (Please put a tick in the appropriate column for
each factor).
Not important
Very important
7) What were the most important barriers to you achieving your carbon cutting pledges over the
last year? (Please list in order of importance)
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8) How much did the following things get in the way of you achieving your carbon cutting
pledges? (Please put a tick in the appropriate column for each factor).
Not at all
Partly
A lot
Lack of time
Cost/Money
Feeling overwhelmed
Scepticism (will it make a difference?)
Lack of information
Conflicting information
Other more pressing priorities
Lack of practical or technical support
Lack of support from family
Scepticism from friends or neighbours
Change of circumstance
Change of priorities
Other (please specify)
9) How satisfied have you been with your involvement with the Low Carbon Living Programme to
date? (Please circle a number)
Not at all
1
2
Partly
3
4
Very
5
10) Do you have any suggestions for how we could improve the low carbon living programme in
the future?
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13) Who took most responsibility in your household for reducing energy consumption over the
last year? (Please state their relationship to you, gender and age).
14) Do you see your participation the Low Carbon Living household programme as part of a long
term commitment to reduce your energy consumption i.e. that will extend beyond this year?
Yes/No (Please circle)
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15) Would you be willing to help recruit other households to participate in the Low Carbon Living
Programme?
One of several
important issues
3
The most
important issue
17) Where do you get information about climate change, and how far do you trust the source?
Sources of
information
How much do you trust information from this source? (Please put a tick
in the appropriate column for each factor)
Not at all
Partly
Completely
1
2
3
4
5
Dont get
information
Work
TV
Radio
Friends
Neighbours
Newspapers
Books
Internet/
websites
LCWO
Local council
Government
Energy
Saving Trust
Other
(please
state)
Thank you for taking the time to complete our questionnaire
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Transgender
Prefer not to say
Victorian
Pre-war 20th Century
1980s-1990s
Prefer not to say
Private rented
Housing Association
Prefer not to say
5059
6064
65+
Prefer not
to say
Married/couple with
children
Single with children
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The definition of a disability according to the Disability Discrimination Act 1995 (DDA), is A physical or mental impairment which has substantial and long term adverse effect on his or
her ability to carry out normal day-to-day activities. (Long term in this definition is taken to mean more than 12 months.) This definition also includes long term illness such as cancer,
HIV and mental health. The form then provides examples of disabilities.
Religion/Belief monitoring information - Please tick a box from the list below
Aetheist/
Buddhist
Christian
Hindu
none
Jewish
Muslim
Sikh
Prefer not
to say
Other (please specify if you wish)
Please return this form to your group co-ordinator. You may wish to return in an unmarked
envelope if you wish your data to be entirely anonymous.
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